Rolling Events

Spiritual Message of the Week

This week’s message is :-

Manners Towards Neighbours

By the end of Early Stage 1 students' sense of wonder and curiosity about the Natural Environment and the Made Environment is fostered through purposeful play, observing, questioning and exploring ideas. They learn about and use the processes of Working Scientifically and Working Technologically in a holistic way and they often work in situations where these aspects occur at the same time.

Students recognise that science involves them exploring their immediate surroundings using their senses. They identify that living things have basic needs and suggest how daily and seasonal changes in the environment affect them and other living things. Students recognise that the way objects move depends on a variety of factors. They identify that objects are made of materials that have observable properties and that familiar products, places and spaces are made to suit their purpose.

Through active participation in the processes of Working Scientifically and Working Technologically, students show a growing awareness of the appropriate use of a range of classroom equipment and work safely when using resources and materials. They communicate their observations and ideas about familiar objects, events, places, spaces and products. Students share their findings and ideas about what they already knew, what they observed, what they did, how they felt about it and the usefulness of their final solutions.



By the end of Stage 1 students show an interest in science and technology by responding to questions, perceived needs and wants. They describe situations where they and other people use science and technology in their daily lives. They investigate the variety of ways in which the Earth's resources are used and suggest ways that science and technology can help people care for the environment and shape sustainable futures.

Through activities structured by the teacher, students continue to learn about and engage in applying the processes of Working Scientifically and Working Technologically. Students show curiosity about the Natural Environment and the Made Environment, while purposeful play becomes more focused on exploring and making observations using their senses.

When engaging in the processes of Working Scientifically and Working Technologically, students safely and carefully manipulate available tools, materials and equipment. They use a range of methods to represent information and to communicate their observations and ideas to others, with the assistance of digital technologies where appropriate.

When Working Scientifically students identify questions, make predictions and investigate everyday phenomena to explore and answer their questions. They participate in a range of types of investigations, including surveys, testing ideas and accessing information sources. Students follow instructions to collect, record and compare their observations using informal measurements as appropriate.

When Working Technologically students use a structured design process to produce solutions in response to identified needs and wants of users/audiences. They generate and develop design ideas using research and communicate their ideas using plans, drawings and models. Students use a sequence of simple steps to produce these solutions for built environments, information and products. They give simple explanations about what they did to design and produce the solution and how it meets the needs of the user/audience.

Students describe the features of and ways in which living things grow and change, and how living things depend on places in their environment to meet their needs. They describe some sources of light and sound that they sense in their daily lives. They also describe changes in the sky and landscape, as well as the effects of pushes and pulls on objects.

Students identify ways in which materials can be physically changed and combined, and that properties of everyday materials can be related to their uses for particular purposes. They use their understanding of the Made Environment to describe a range of manufactured products, built environments and information sources and technologies, and how their different purposes influence their design.



By the end of Stage 2 students are responsive to ideas and show interest in and enthusiasm for science and technology. They appreciate the importance of science and technology in their lives and show a willingness to improve the quality of their local environment.

Students begin to initiate their own investigations and develop ideas for design tasks based on their prior science and technology knowledge and experiences. When using the processes of Working Scientifically and Working Technologically, they begin to develop and apply a sequence of steps.

When engaging in the processes of Working Scientifically and Working Technologically, students safely and carefully manipulate available tools, materials and equipment. They identify ways of improving techniques and methods used in their investigations and design tasks. Students suggest ways that findings from the processes of Working Scientifically and Working Technologically can inform further investigations and design tasks. They use a range of representations to document and communicate methods, techniques, findings, ideas and information, including digital technologies as appropriate.

Students identify when science is used to ask investigable questions and predict outcomes. They follow instructions to plan and conduct a range of first-hand investigations, including fieldwork. Students make and record observations, using formal measurements as appropriate and suggesting reasons why methods were fair or not. They organise and identify patterns in data using provided tables and simple column graphs. Students suggest reasons for observations and compare findings with predictions.

Students explore a design task and develop a design brief that identifies simple design criteria. They continue to generate and develop ideas and begin to use creative thinking techniques, including brainstorming and sketching. They begin to develop and apply a structured plan to produce their solutions for built environments, information and products. Students use design criteria and feedback to explain how their design solution could be adjusted and improved to meet their needs and those of others.

Students use their understanding of the Natural Environment to describe observable changes on the Earth's surface that result from natural and human processes. They relate movements of the Earth to regular observable changes and describe interactions between objects that result from contact and non-contact forces. Students sequence key stages in the life cycle of a plant or animal, distinguish between living and non-living things and group them based on observable features. They identify relationships between living things and describe situations where science knowledge can influence their own and others' actions.

Students relate the behaviour of heat to observable changes in state that occur between solids and liquids. In suggesting explanations for everyday observations, they identify how the observable properties of materials influence their use. Using their understanding of the Made Environment, students describe how products are designed, produced and used in different ways by people. They describe how people interact within a place and space, and explain how these are designed to meet the needs of users.



By the end of Stage 3 students show informed attitudes to issues related to the current and future use and influence of science and technology. They are interested and willing to engage in local, national and global issues that are relevant to their lives and the maintenance of a sustainable future. They are able to discuss how science and technology directly affect people's lives and are used to solve problems.

Students initiate, use and apply the processes of Working Scientifically and Working Technologically with a greater level of independence. They are more self-reliant in undertaking a range of scientific investigations and design projects, and in collaboratively completing the tasks. Students select and safely use a variety of equipment, materials and resources identifying potential risks. They identify where improvements to their methods, techniques or research could enhance the quality of the information gathered. Students use a range of representations to present, document and communicate methods, findings and ideas, including tables, graphs, diagrams and multi-modal texts, using digital technologies where relevant.

When Working Scientifically, students follow instructions, pose questions for investigations, predict likely outcomes and demonstrate honesty and accuracy in collecting, recording and analysing data and information. In planning and conducting fair tests they are able to identify variables to be changed and measured, and check results by repeating observations and measurements. They construct tables and graphs to organise data and identify patterns. They use evidence to draw conclusions and develop explanations.

When Working Technologically, students plan and implement a design process to meet the needs and wants of users/audiences. They explore and define the design task, establishing design criteria and considering constraints when planning the process. Students select and apply appropriate methods to develop and generate ideas and apply established criteria to evaluate and modify them. They develop plans, specifications and production sequences to produce solutions for built environments, information and products. They evaluate their solutions using self and peer assessment, and identify the strengths and limitations of the process used.

As students continue to observe and investigate aspects of the Natural Environment, they explain how natural events cause rapid changes to the Earth's surface. They describe key features of the solar system and the contribution of people from a range of cultures over time to the advancement of science. Students explain everyday phenomena associated with the transfer of light and requirements for the transfer and transformation of electricity. They identify how energy from a variety of sources can be used to generate electricity and how science knowledge is used to inform personal and community decisions. Students describe how features of living things help them to survive in their environment and how the growth and survival of living things is affected by changes in the physical conditions of their environment.

Students identify the observable properties of solids, liquids and gases. They compare and classify different types of observable changes to materials, considering how their properties determine their use.

Within the Made Environment students explain how production systems are used to manufacture products. They explore changes that have occurred in the design of products over time and the social and environmental factors that influence the design of products. Students investigate how systems in built environments are designed to meet the needs of people, in response to social and environmental influences. They explain how systems can be used to transfer information and support communication, and how social influences impact on the design of a range of emerging information products.